The findings in this paper were originally presented at the National Association of Research on Science Teaching Annual International Conference, Puerto Rico, April 2013.
Issues and Trends
Investigating the Link Between Learning Progressions and Classroom Assessment
Version of Record online: 18 JUN 2014
© 2014 Wiley Periodicals, Inc.
Volume 98, Issue 4, pages 640–673, July 2014
How to Cite
FURTAK, E. M., MORRISON, D. and KROOG, H. (2014), Investigating the Link Between Learning Progressions and Classroom Assessment. Sci. Ed., 98: 640–673. doi: 10.1002/sce.21122
Contract grant sponsor: National Science Foundation.
Contract grant number: 0953375.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
- Issue online: 18 JUN 2014
- Version of Record online: 18 JUN 2014
- Manuscript Accepted: 3 APR 2014
- Manuscript Received: 7 MAY 2013
- National Science Foundation. Grant Number: 0953375
An increasing number of researchers are calling for learning progressions to be used as interpretive frameworks for teachers conducting classroom assessment. The argument posits that by linking classroom assessments to learning progressions, teachers will have better resources to interpret and take instructional action on the basis of what students know. In this paper, we draw on data from a research project in which we have supported high school biology teachers in interpreting student responses to a multiple-choice classroom assessment linked to a learning progression for natural selection. We draw upon multiple sources of data, including student responses to a pre–post classroom assessment, artifacts from professional development sessions, and videotapes and transcripts of professional development meetings to construct a case study of one department of teachers as they came to understand the learning progression, interpreted results of classroom assessments, and revised their instruction. We use this case to illustrate the promise and challenges associated with linking classroom assessments to learning progressions. We conclude with recommendations to the field and suggestions for future work in this area.